FORMS OF EXPLORATORY BEHAVIOR IN EARLY CHILDHOOD
DOI: 10.23951/2307-6127-2017-3-84-92
We associate exploratory behavior as one of the most important mechanisms of childs’ cognitive development, basis of creativity, intellectual and social achievements. The longitudinal study revealed forms of exploratory behavior in early childhood (12–18 months; 18–24 months; 24–30 months). It allowed us to excrete some stimulating and limiting the development of exploratory behavior in early childhood factors. The article suggests diagnostic tools for revealing the level of development of exploratory behavior in early childhood. There was an attempted to reveal particularities of arranging home environment of contemporary urban children in early ages and to specify its influence on their exploratory behavior. We applied the following methods for diagnostics: detailed psychological analysis of childs’ everyday home environment (subject-spatial environment, family structure, presence or absence of siblings and etc.); a series of observations of children in a natural home environment (free and longitudinal, using the developed registration form); questionnaire and interview for parents (there were three blocks: 1. social information about family and permanent place of staying; 2. medical-psychological part; 3. social and cognitive skills); making up maps of childs’ development. Additionally some parents gave us diary notes, where emotional and cognitive development, social skills of children were fixed up. There were also revealed some common features of contemporary urban parents.
Keywords: forms of exploratory behavior, early childhood, home environment, levels of the development of exploratory behavior
References:
1. Podd’yakov A. N. Issledovatel’skoye povedeniye: strategii poznaniya, pomoshch’, protivodeystviye, konfl ikt [Exploratory behavior: strategies of cognition, help, opposition, confl ict]. Moscow, PER SE-Press Publ., 2000. 241 p. (in Russian).
2. Savenkov A. I. Put’ k odarennosti: issledovatel’skoye povedeniye doshkol’nikov [Way to giftedness: exploratory behavior of preschoolers]. St. Petersburg, Piter Publ., 2004. 272 p. (in Russian).
3. Voss H.-G., Keller H. Curiosity and exploration: A program of investigation. The German Journal of Psychology, 1986, vol. 10 (4), рр. 327–337.
4. Egorova M. S. Sopostavleniye divergentnykh i konvergentnykh osobennostey kognitivnoy sfery detey (vozrastnoy i geneticheskiy analiz) [Comparison of divergational and convergational pacularities of cognitive sphere of children (age and genetic analysis)]. Voprosy psikhologii – Questions of Psychology, 2000, vol. 1, pp. 36–46 (in Russian).
5. Smolova L. V. Psikhologiya vzaimodeystviya s okruzhayushchey sredoy (ekologicheskaya psikhologiya) [Psychology of interaction with environment (ecological psychology)]. St. Petersburg, SPbGIPSR Publ., 2010. 711 p. (in Russian).
6. Barker R. G. Prospecting environmental psychology: Oskaloosa revisited. Handbook of Environmental Psychology. Vol. 2. Ed. by D. Stokols, I. Altman. N. Y., 1987. Pp. 1413–1432.
7. Vigotskiy L. S. Igra i eye rol’ v psikhicheskom razvitii [The play and its role in mental development]. Voprosy psikologii – Questions of Psychology, 1966, vol. 1, pp. 62–76 (in Russian).
8. Mukhina V. S. Vozrastnaya psikhologiya: fenomenologiya razvitiya, detstvo, otrochestvo: uchebnik dlya stud. vuzov [Agerelated psychology: phenomenology of development, childhood, adolescence: a textbook for university students]. Мoscow, Akademiya Publ., 1999. 456 p. (in Russian).
9. El‘konin D. B. Psikhologiya igry [Psychology of the play]. Мoscow, Pedagogika Publ. 1978. 560 p. (in Russian).
10. Niokomb N. Razvitiye lichnosti rebenka [The development of child’s personality]. Мoscow, Piter Publ. 2002. 204 p. (in Russian).
11. Sergienko Е. А. Ranneye kognitivnoye razvitiye: Novyy vzglyad [Early cognitive development: New view]. Мoscow, Institute of psychology RAS Publ., 2006. 463 p. (in Russian).
12. Semago N. Ya., Semago М. М. Teoriya i praktika otsenki psikhicheskogo razvitiya rebenka. Doshkol’nyy i mladshiy shkol’nyy vozrast [Theory and practice of estimation of psychological development. Preschoolers and young schoolers]. St. Petersburg, Rech Publ., 2010. 384 p. (in Russian).
13. Obukhova L. F. Detskaya psykhologiya: teoriya, fakty, problemy [Child psychology: theory, facts, problems]. Мoscow, Тrivola Publ., 1995. 345 p. (in Russian).
14. Brandon C. Roya, Michael C. Frankb, Philip DeCampa, Matthew Millera, and Deb Roya. Predicting the birth of a spoken word. URL: http://www.pnas.org/lookup/suppl/doi:10.1073/pnas.1419773112/-/DCSupplemental (accessed 2 December 2015).
15. Smirnova P. V. Osobennosti vospriaytiya zhiloy sredy starshimi doshkol’nikami [Specifi c of perception of home environment by elder preschoolers]. Vestnik MGPU. Seriya Pedagogika i Psikhologiya – Vestnik Moscow City Teacher Training University. Pedagogy and Psychology, 2012, vol. 4, pp. 54–62 (in Russian).
16. Honor C. The power of play: A research summary on play and learning. Minnesota Children’s Museum. URL: http://www.mcm.org/uploads/MCMResearchSummary.pdf (accessed 1 February 2016).
( 427.67 kB ) 
( 420.01 kB )
Issue: 3, 2017
Series of issue: Issue 3
Rubric: CHILD AND ADOLESCENT PSYCHOLOGY
Pages: 84 — 92
Downloads: 1161